Academic literature on the topic 'Conative engagement'
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Journal articles on the topic "Conative engagement"
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Hsiao, Cheng-Chieh. "Understanding content sharing on the internet: test of a cognitive-affective-conative model." Online Information Review 44, no. 7 (October 8, 2020): 1289–306. http://dx.doi.org/10.1108/oir-11-2019-0350.
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PurposeWith the prevalence of user-generated content on the internet, this study aims to propose a cognitive-affective-conative model to examine how users create and share their content online. The moderating role of gender differences is also tested in the model.Design/methodology/approachThis study collects a representative sample of 873 internet users via a nation-wide survey in Taiwan.FindingsThe results show that hedonic value has a positive impact on internet satisfaction, and social value affects life satisfaction and internet satisfaction positively. Both life satisfaction and internet satisfaction are positively related to content sharing on the internet. In particular, the positive effect of life satisfaction on online content sharing is greater for male users than for female users.Research limitations/implicationsThis study contributes to the existing literature by investigating online content sharing behavior from the cognitive-affective-conative perspective. This study also provides a better understanding of this behavior by simultaneously examining life satisfaction and internet satisfaction as two underlying mechanisms. Furthermore, gender differences play an important role in determining content sharing on the internet.Practical implicationsFor digital marketing practitioners, this study suggests several online editing and social mechanisms for encouraging users' engagement in content sharing behavior on the internet.Originality/valueThis study is one of the first that examines a cognitive-affective-conative framework of content sharing behavior on the internet. This study also demonstrates boundary conditions of this framework by testing the moderating role of gender differences.
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Medhurst, Adrian R., and Simon L. Albrecht. "Salesperson work engagement and flow." Qualitative Research in Organizations and Management: An International Journal 11, no. 1 (March 14, 2016): 22–45. http://dx.doi.org/10.1108/qrom-04-2015-1281.
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Purpose – The purpose of this paper is to provide an interpretation of the lived experiences of salespersons’ work engagement and work-related flow and how these states are related. Design/methodology/approach – A mixed-methods qualitative investigation on a sample of 14 salespeople from a large Australian-based consumer goods enterprise was conducted. Using interpretative phenomenological analyses and ethnographic content analyses the antecedents and conditions for salesperson work engagement and work-related flow were investigated. Findings – The data showed that affective, cognitive and conative dimensions underpinned the experience of work engagement and work-related flow. Work engagement was interpreted as an aroused and self-regulated psychological state of energy, focus and striving aimed to address the situational and task relevant opportunities and demands encountered. Work-related flow was characterized by passion, absorption, eudaimonia and automatic self-regulation of goal pursuit. Research limitations/implications – The sample was from a single manufacturing organization with sales roles focussed primarily on business-to-business selling, and as such the generalizability of results to salespeople working in different contexts (e.g. retail sales, telesales) needs to be established. Practical implications – The research helps sales managers to take more account of the conditions that foster salesperson engagement and flow. Originality/value – This study represents one of the first attempts to interpret, compare and contrast the lived experience of salesperson work engagement with that of work-related flow. The study also adds to the relative paucity of research published on work engagement using qualitative methods.
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Gambetti, Rossella C., Guendalina Graffigna, and Silvia Biraghi. "The Grounded Theory Approach to Consumer-brand Engagement: The Practitioner's Standpoint." International Journal of Market Research 54, no. 5 (September 2012): 659–87. http://dx.doi.org/10.2501/ijmr-54-5-659-687.
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Since currently there is no established, unitary and shared theory on consumer–brand engagement (CBE), this exploratory study is aimed at inductively proposing a preliminary conceptual framework of CBE disclosing the knowledge embedded in marketing practice. Our study is designed according to a Grounded Theory approach and it is focused on how practitioners conceive and pursue CBE through their branding strategies and tactics. Findings reveal that CBE is seen by practitioners as a dynamic and process-based concept evolving in intensity on the basis of the brand capability of increasingly intercepting consumers' desires and expectations using all possible physical and virtual touchpoints between brand and consumers. CBE appears as an overarching marketing concept encapsulating different consumer decision-making dimensions, from brand preference to brand purchase. Furthermore CBE emerges as a multi-dimensional construct that beyond traditional cognitive, emotional and conative dimensions seems to be based on emerging experiential and social dimensions that appear as its central elements.
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Demangeot, Catherine, and Amanda J. Broderick. "Engaging customers during a website visit: a model of website customer engagement." International Journal of Retail & Distribution Management 44, no. 8 (August 8, 2016): 814–39. http://dx.doi.org/10.1108/ijrdm-08-2015-0124.
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Purpose A customer’s visit to a retail website is a critical “moment of truth” during which contemporary retailers attempt to simultaneously, during a single web navigation, capture customers’ attention, build rapport, and prompt them to act. By showing how to capture customer commitment over the course of a single website visit, the concept of customer website engagement, defined as “the process of developing cognitive, affective and behavioural commitment to an active relationship with the website”, addresses strategic concerns. Drawing from literature on engagement, the purpose of this paper is to consider how retail websites can engage customers during the course of a website navigation. A conceptual model of website customer engagement underpinned by relationship marketing and communication knowledge, shows how perceptions of the website’s exploration and sense-making potential can activate consumer engagement, and is then empirically tested. Design/methodology/approach Using survey data, measures of the four dimensions of engagement (interaction engagement, activity engagement, behavioural engagement, and communication engagement) and of three drivers are developed and validated. The model is tested empirically (n=301) using structural equation modelling. Findings The results support the process conceptualisation of engagement, which identifies organismic as well as conative stages, and show the distinct roles played by perceptions of informational exploration, experiential exploration and sense-making in activating engagement. Practical implications The study provides online retailing practice with an organising framework enabling online retailing managers to consider how, depending on their product category and their size, they might (re)design their website to optimally produce customer engagement. Originality/value The study contributes to online marketing and retailing knowledge by showing the relevance of the concept of engagement as it pertains to customers’ single navigations on retail websites, and by empirically showing, through a parsimonious model, how engagement can be activated and unfold.
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Scott, Graham W., Stuart Humphries, and Dominic C. Henri. "Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses." Journal of Geography in Higher Education 43, no. 3 (May 7, 2019): 280–98. http://dx.doi.org/10.1080/03098265.2019.1608516.
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Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (December 23, 2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.
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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.
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Djacic, Ivana, Dusanka Lazarevic, Ana Orlic, and Snezana Radisavljevic-Janic. "The effects of application of music on the formation of students’ attitude towards physical education." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 364–84. http://dx.doi.org/10.2298/zipi1402364d.
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A positive attitude towards physical education (PE) is an important component of students? engagement in classes and extracurricular physical activities. Relying on students? interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme ?Inclusion of music in Physical Education classes? on the formation of students? attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students? Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15). In the final testing, the experimental group also completed the questionnaire on students? assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students? assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education.
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Kusumowidagdo, Astrid, and Rani Prihatmanti. "‘Sense of Place’ in Virtual Design Studio (VDS): A Review." Review of Urbanism and Architectural Studies 20, no. 1 (June 29, 2022): 65–73. http://dx.doi.org/10.21776/ub.ruas.2022.020.01.7.
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Physical design studio (PDS) and live critique sessions are essential elements in design school pedagogy. It enables students to construct their socio-spatial ability through creativity and rationality in a simultaneous way. However, due to the COVID-19 global pandemic, all teaching and learning activities must be conducted remotely in a virtual design studio (VDS). Unfortunately, VDS could be a placeless place for the students and significantly affects their overall learning experience. ‘Sense of Place’, or the people-place engagement, is an important concept in the virtual learning context from the cognitive, affective, and conative domain. VDS not merely provide the ‘place’, but should be able to support dynamic social interactions between students and the tutors as well as to conduct pedagogical activities. Without ‘Sense of Place’, the emotional and psychological engagement in creating learning experiences could not be fulfilled. This paper reviews the previous studies that concentrate on the pedagogical method and ‘Sense of Place’ in VDS at a higher education level. There are several strategies for constructing ‘Sense of Place’ in a VDS. Those are humanization, socialization, the presence of a teacher, guiding structure, graphic tools used, and the student contribution during the learning process. Another strategy is to blend both online and classroom that encourages teachings with multiple learning styles. This conceptualization of ‘Sense of Place’ in VDS is beneficial in further research with empirical data.
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Mohd Nasir, Mohammad Izzamil, and Asyirah Abdul Rahim. "Community Attitude towards Urban Green-Blue Space and Perceived Cultural Ecosystem Benefits: A Preliminary Study at Taiping Lake Garden, Perak, Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 11 (November 1, 2020): 228–39. http://dx.doi.org/10.47405/mjssh.v5i11.550.
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blue spaces. Attitude towards green-blue space were also studied. However, little attention is given to perceived benefits and attitude components in ecosystem service research. This paper aims to examine community attitudes towards urban green-blue spaces and its association with perceived benefits based on cultural ecosystem services concept. A questionnaire was conducted among 31 respondents of local community at Taiping Lake Garden, Perak. The data were analyzed using Statistical Package for the Social Science (SPSS) which involving multiple regression to capture the effects of attitude components on perceived benefits. The findings suggest that overall attitudes of respondents had an excellent level of perceived attitudes toward urban green-blue space. However, among three sub-construct of attitudes, only cognitive attitude was found to be the dominant variable compared to conative and affective attitude that predicts perceived cultural ecosystem benefits. This indicates that if the community could enhance their positive attitudes toward their urban green-blue space, they may perceive higher cultural ecosystem benefits. Future research should continue to explore ways of enhancing positive attitudes among urban community as attitude may guide them to enhance their engagement in urban green-blue spaces.
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Harsh, Joseph, John J. Esteb, and Adam V. Maltese. "Evaluating the development of chemistry undergraduate researchers’ scientific thinking skills using performance-data: first findings from the performance assessment of undergraduate research (PURE) instrument." Chemistry Education Research and Practice 18, no. 3 (2017): 472–85. http://dx.doi.org/10.1039/c6rp00222f.
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National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led to an emerging literature base outlining gains in participants’ cognitive, affective, and conative domains to support the impact of undergraduate research for students of all backgrounds; however, the majority of this work has relied on self-report data limiting inferences to the causal effects on student learning. As part of a larger project on apprentice-like undergraduate research experiences (UREs) in the physical sciences, the present exploratory study complemented indirect self-report data with direct performance data to assess the development of chemistry students’ scientific thinking skills over a research experience. Performance data were collected using the Performance assessment of Undergraduate Research Experiences (PURE) instrument, a validated tool designed to assess changes in chemistry students’ analytical and data driven decision-making skills through open-response tasks situated in real-world problems from primary literature. Twenty-four summer research students in chemistry (46% women; 50% 1st/2nd year students; 42% first time URE participant) from seven colleges and universities provided baseline and post-intervention performance data. Differences in pre/post-response task correctness provided a direct measure of individual changes in student competencies. Early study findings indicate the positive contributions of UREs to student's competencies in the areas of problem-solving, experimental design and the use of research techniques, data analysis and the interpretation of results, and the evaluation of primary literature. Survey data were also collected on students’ self-skill ratings to allow comparisons between perceived and demonstrated competencies, which were found to be weakly correlated. This work begins to offer direct evidence to the effect of UREs on student learning progressions as well as the potential use of performance test data in evaluating the success of research training interventions designed to improve scientific thinking skills.
Dissertations / Theses on the topic "Conative engagement"
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Dunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.
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This thesis explores the use of an online robotics course, in the context of Technology Education, for senior secondary school students in an urban New Zealand (NZ) school. The reasons for using an online course are discussed through investigating the need for quality resources to assist schools in providing students with appropriate learning experiences, and knowledge to enable them to make informed choices with respect to technology careers. There is a shortage of students pursuing technology careers and that in turn influences the NZ economy (Baron & McLaren, 2006).
The purpose of the study was to examine how an online robotics course can be used for teaching robotics and engaging students in a blended environment. The author planned, implemented, monitored and reviewed an online course in robotics through an action research approach using formative evaluation methods to determine the effectiveness of the individual action research cycles. After reflection at the end of each AR cycle, the online course was modified and updated to improve student engagement. Qualitative methods were used to analyse online discussions, classroom observations and discussions, and one to one interviews with the participants.
Research findings identified four themes that influenced student engagement with the online robotics course: access to the online course, the students’ background knowledge and skills, the students’ interaction with the online course and the students’ conation or internal motivation. The research findings are discussed in terms of areas that need to be addressed when using an online course to teach robotics. These areas are the course design, student considerations and course implementation. Course design, or how the course is structured, includes opportunities for students to develop their thinking skills, experiences and activities for learning, and opportunities for conversation and interaction. Course design must also accommodate student considerations. Student considerations focus on the needs of the learners and their readiness to ensure successful engagement in the online course in terms of their background knowledge and skills in electronics and Web 2.0 tools, their conation and their key competencies. Course implementation includes the factors that need to be taken into account in the execution of the online course such as reliable access to the online course, the students’ interactions with the online course, and the learning culture of the school and classroom, and the role of the teacher.
The thesis justifies the rational for using an online robotics course and describes how an online robotics course can address and advance student learning outcomes, how online tools can be used for assessment purposes, the aspects of course design that are successful for teaching robotics and online learning experiences that provide positive outcomes for students. Recommendations for teaching practice in terms of school-wide programmes to develop and support students’ digital literacy and key competencies, and teacher professional development in Technology Education and online robotics courses are provided. Suggestions for future research are given in terms of student conation, the development of critical thinking skills through forums and how teachers’ philosophies can be aligned to Technology Education and the intent of the NZ Curriculum.
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Alemayehu, Binyam Zewde. "Opportunity attitude - extending entrepreneurial opportunity evaluation beyond cognition." Thesis, 2021. https://hdl.handle.net/2440/134330.
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Opportunity evaluation is an important concept in entrepreneurship, central to our understanding of how individuals evaluate specific opportunities, develop entrepreneurial intentions and (possibly) engage in entrepreneurial behaviour. Yet, our understanding of opportunity evaluation is incomplete due to the cognitive centric approach taken within the extant literature. To help address this, the thesis builds on the trilogy of the mind theory and the attitude literature to develop a new construct, opportunity attitude, which moves beyond cognition to incorporate affect and conation. It presents opportunity attitude as a dynamic, tri-component construct that comprises all three aspects of mind—a congruence of opportunity evaluation across cognitive, affective and conative components. This conceptualisation provides a more complete account of the way in which entrepreneurs evaluate entrepreneurial opportunities. The thesis stresses the dynamic nature of opportunity attitude and identifies the pathways and mechanisms that facilitate the change in opportunity attitude. It explains the crucial role that the central route system plays in elevating the influence of the cognitive component in the formation of and change in opportunity attitude. It also discusses how the peripheral route works to advance affectively entrenched interests and explains the impact of mood congruence and mood dependence in the opportunity attitude formation and change process. Similarly, it identifies and explicates the role of self-perception in driving conatively oriented opportunity attitudes. In addition, using four studies involving nascent Australian entrepreneurs and business owners, an international sample of nascent entrepreneurs, master students enrolled at least in one entrepreneurship course, and a general population sample, the thesis validates a 15-item opportunity attitude scale and confirms the multidimensionality of the opportunity attitude construct. The scale measures an entrepreneur’s attitude towards a specific entrepreneurial opportunity using cognitive assessment, affective attachment and conative engagement. Both the scale development and validation, and the empirical study ascertained the multidimensional nature of opportunity attitude and supported most of the propositions. Moreover, the thesis contributes to the entrepreneurship literature by providing a robust novel construct, opportunity attitude, to measure and predict different entrepreneurial outcomes. The results from the empirical study show that opportunity attitude and its components can explain significant variations in entrepreneurial intention. The results highlight that the opportunity attitude construct can be a better construct due to its ability to account for influences that other similar or related constructs cannot capture. Most importantly, the results reveal that, in general, affect and conation play a stronger role in driving entrepreneurial intentions than cognition. In fact, the cognitive assessment component has no additional influence over entrepreneurial intention in a joint component model once affective attachment and conative engagement are accounted for. Furthermore, the thesis identifies psychological distress and entrepreneurial effort intensity as antecedents of opportunity attitude. While psychological distress decreases opportunity attitude, entrepreneurial effort intensity increases opportunity attitude.Thesis (Ph.D.) -- University of Adelaide, Adelaide Business School, 2021
Book chapters on the topic "Conative engagement"
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Goldin, Gerald A. "Chapter 5: Exploring a Conative Perspective on Mathematical Engagement." In Affect in Mathematical Modeling, 111–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04432-9_8.
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Wikesjö, Magda, Manuela Guerreiro, Patrícia Pinto, and Dália Paulo. "Measuring Attendees' Cultural Event Experiences." In Handbook of Research on Resident and Tourist Perspectives on Travel Destinations, 232–48. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3156-3.ch011.
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This chapter explores the concept of cultural event experience, as the interaction between an individual and the cultural event environment, altered by the level of engagement with multiple experiential elements and outputs, measured in four dimensions: experience novelty, affective engagement, cognitive engagement, and conative engagement. The purpose is to test the event experience scale (EES) as a valid measurement instrument for cultural event experiences, producing valuable insights for stakeholders and marketing management teams. The empirical study lays on a program of cultural and artistic events, the “365 Algarve,” which was launched in a bottom-up approach to involve residents and local cultural groups to increase territory cohesion and to reinforce the brand image of Algarve. Using a sample drawn from the attendees present at those events, the results confirm the validity of EES with a new dimension emerged: experiential learning. The study reveals a possible new measurement instrument, the cultural event experience scale (CEES).
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HOPPE, Christelle. "Tâches, interaction et présence à distance." In Distances apprivoisées, 65–74. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4886.
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This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.